ASBO Teacher An Irreverent Guide To Surviving In Challenging Classrooms£16.99*
- This book offers invaluable behaviour management for any secondary teaching colleague who works in any challenging school.
- Sharing his own experiences, Samuel demonstrates that it is possible to build rapport, respect and effective learning with pupils who the system may not accommodate for.
- Many behaviour management strategies shared within the book are developed from research, psychology and Samuel’s own experiences.
- This is a very raw book, offering real-life classroom scenarios, that will be invaluable for any secondary teaching colleague wanting to develop their confidence for dealing with challenging behaviour.
- Ideal for NQTs, trainee teachers or teachers who struggle with behaviour management issues with ‘those groups’.
Supported by Crown House Publishing
For those not familiar with the UK judicial system, Antisocial behaviour orders (ASBOs) were introduced by section one of the Crime and Disorder Act 1998, becoming available for use in April 1999. In November 2003, The Antisocial Behaviour Act further broadens the reach of asbos, covering a wide range of behaviours in society with the aim of calling out nuisance activities that impacted the lives of many people. However, the ASBO backfired with many young people seeing the award of the penalty as a “badge of honour”. ASBOs were repealed and replaced by civil injunctions and Criminal Behaviour Orders on 20 October 2014.
So, why would you name your book ASBO Teacher?
Well, in Samuel Elliott’s case, he shares his experiences of being a teen, hanging around with the ‘wrong sorts’, and ending up with his own ASBO certification. In his new book, ‘ASBO Teacher: An Irreverent Guide To Surviving In Challenging Classrooms’, Elliott sets the scene for the reader by walking through his early initiations of being a Graduate Teacher in a Leamington secondary school. Teaching English to pupils who display challenging behaviours, Samuel shares some guiding principles of behaviour management, building relationships through learning.
The book is littered with classroom stories, sharing how Samuel tweaked his classroom practice to get the best out of his teenage pupils. Yes, you will read about lesson structures, seating plans, creating resources, and so on. But one of the most fundamental aspects throughout the book is how to build narratives within the classroom. Within Chapter 8, Samuel champions that no topic taught in school is boring – using a metaphor that a teacher complaining about a topic they teach is like blaming Lego for your own architectural insufficiencies. With any topic being taught, it’s all about the relationship within the classroom, along with the storylines and vocabulary developed that results in a ‘potent admixture’ helping pupils feel confident – and inspired – about the topic. Developing this art is not part of the formal teacher training process, but Samuel argues that it can be created within any subject and that teacher-led questioning needs to be optimal.
The final main chapter offers guidance on ‘How to take on the naughtiest class in school – and win’, including taking a cover lesson. Some of the tips are classic and others are just inspired. The confidence of the individual teacher is key, and if you can fake that confidence, then that’s a start.
Maybe it was the experiences of receiving an ASBO that shocked Samuel onto a more constructive path, and credit where it is due. To previously have been ‘one of those lads’ who cause nuisance, perceived intimidation and social disrespect has value in the teaching profession. His knowledge of what makes these groups tick, the language and understanding of the backgrounds of many within such groups is a million miles away from the teenage years of many within the teaching profession. Teacher training does not prepare aspiring colleagues on how to treat and deal with the individuals who would likely receive an ASBO if they were still in place, so listening to those who have been through the experience is insightful, eye-opening and often a difficult read. However, by engaging with the stories and understanding the developmental challenges that many individuals are going through can make teachers and school leaders tweak their own classroom interactions to help improve behaviour, attitudes and aspirations for those who may fall over the edge.
*RRP Price correct at time of review publication.
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